The following article contains topics of anti-Black racism. The Peer Centre offers peer-based drop-in session and is open daily from 12 p.m. to 10 p.m.
During a recent discussion at a Black Histories and Futures Month event, I listened as peers and colleagues shared their experiences at Queen’s and life in Kingston. Ruth Osunde, the first Black woman elected to an AMS executive position, reflected on a time when she could recognize every Black student on campus.
That reality is reflected in the numbers. 2020 metrics on student representation rates show that 25.7 per cent of students at Queen’s self-identified as a visible minority. And of that, just 10.7 per cent were Black students.
There are a number of reasons why Queen’s has historically had a low population of Black students. Honestly, too many to fit in my short column. But high up on that list is structural anti-Black racism. Like when the medical school banned issions to Black students from 1918 to 1964—and didn’t formally rescind it until 2018.
Osunde also shared that now, in her final year of studies, she doesn’t know every Black student on campus. That’s an encouraging anecdote—it suggests the number of Black students at Queen’s has grown. But I can’t confirm that with a number because the tracking webpage hasn’t been updated in five years. I’m calling this out, in hopes it will lead to a change soon.
But this isn’t just about the numbers. It’s about ensuring Black students want to be here. I imagine certain factors would include intentional connection to community—the recent implementation of Black Orientation and funding opportunities for Black student-led initiatives are a strong foundation that can be built upon.
It’s also about trustworthy, holistic institutional —from the issions process, during your studies, and beyond graduation. And just as importantly, it’s about non-Black students, staff, and faculty doing their part in fostering a joyful community.
In 2021, Queen’s committed to redressing anti-Black racism and fostering Black inclusion when they became a signatory to the Scarborough Charter along with other post-secondary institutions across Canada.
This 22-page document is a guide for action in areas of governance, research, teaching, learning, and community engagement. For me, the principles of Black flourishing, inclusive excellence, mutuality, and ability serve as a recipe for intentionally creating a better university.
The first time I saw the Charter was when I entered my role last summer. Until now, the only space I’ve heard the Charter brought up is on search committees. It makes sense why: when hiring new faculty and staff, it’s important that we know their understanding and commitment to anti-Black racism.
There are of our community, particularly within equity roles, who likely have the Charter memorized and it’s a feature of everything they do. But I want the Charter to be a more common conversation that transects all roles.
By now, most of us know the United Nations Sustainable Development Goals are like an official language of Queen’s. Imagine if we tagged all our projects, events, and research with corresponding Scarborough Charter principles.
When I read the Charter, along with documents like Yakwanastahentéha Aankenjigemi Extending the Rafters, I think about how these can, and should, be woven into the fabric of Queen’s. These files are my first stop when I’m looking for information on how I can promote a culture that encourages success.
So, whether you’re striving to be a culturally considerate and inclusive friend, student, instructor, leader, or boss, the Charter is for you.
Let’s put the Charter to work all-year long.
At your service,
Niki
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